Teachers' professional development is not exclusively concerned with supporting teaching and knowledge. Support is required for teachers to reflect on their existing practice and adapt new knowledge and beliefs to their own teaching milieu. Therefore, design policies that support teachers are very vital for professional development. Knowledge on the environment through which teachers' attainment and use of new knowledge and skills helps to develop effective models for teachers' professional development. The responsibility of teacher as learners and teachers, effective design for professional development, culture and the relation with the critical inquiry and aspects of curriculum frame work are the key factors that help to design and promote learner centered professional development. Success of professional development depends on how teachers are able to learn the new skills and recognize the disadvantages of previous beliefs and practices. Teachers must be in a position to see the methods from the pupils' perspective and therefore existing pre-packed trainings are not always helpful. The effective professional development require engaging the teachers in practical tasks and provide opportunities to observe, assess and reflect on the new practices, participant driven and grounded in enquiry, reflection, experimentation, collaborate and associate in sharing of knowledge, connect provide support through modeling, coaching as well as collective solving of problems and has to connect other aspects of the change. The professional development programme also have to focus on the physical and mental well being of teachers. New policy framework exploring above aspects involving teacher as both learner and teacher for professional development are discussed in this paper.